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  • Making Peace with Autism
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  • A Curious Incident of the Dog in the Night
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  • #5D Know Your Child: RESOURCES & INSURANCE
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NEW BLOG POSTING

with < My Thoughts > by Sara Luker

BLOG #5H SENSORY CATEGORIES (& #5h - 1 hypo-activity), begins...

1/27/2019

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BLOG #5H - SENSORY CATEGORIES, (including  #5H - 1. HYPO-ACTIVITY)
 
According to Ausderau, et al. (2014), there are four sensory response categories, or sensory patterns. They are –

1. HYPO (under active), considered a lack of or delayed response to sensory input, or even lack of orienting to loud sounds and slow to react to pain.

​2. HYPER (over active), is defined by an exaggerated or avoidant response to sensory stimuli. Such as discomfort to grooming (dressing) activities, covering ears in response to sounds.

3. SIRS (sensory interests, repetitious & seeking behavior), is characterized by fascination with or craving the sensory stimulation as with flickering lights or rubbing textures.

4. EP (enhanced perception) has emerged as the fourth pattern of sensory response possibly unique to individuals with ASD. EP is characterized by strengths in locally oriented visual and auditory perception and enhanced low-level discrimination or low threshold detection and hyper-systemizing cognitive styles.

< My Thoughts >    "...four sensory response categories, or sensory patterns."

The four 'sensory response' categories/patterns, according to Ausderau, et al. (2014), are Hypo-Activity, Hyper-Activity, SIRS (Sensory Interests), EP (Enhanced Perception). My attempt here is to understand them one at a time, starting with BLOG #5H - 1. Hypo-Activity.

1.         HYPO-ACTIVITY… (under active), Ausderau finds that the brain is deprived because too little stimulation gets in and the channel is not open enough. The sensory system is under-responsive. Or, the normal processing of smells, sights, sounds, touch, and movement is dulled, under-developed, or processing the stimuli incorrectly.
 
Always on the move… frequently twirling, spinning, running round & round. Attracted to lights. Rocks back & forth when watching TV. Likes to look at things upside down. No safety awareness. Jumps off furniture & high places; loves the trampoline. Often sudden outbursts of self abuse. Easily vomits from excessive movements. Has difficulty changing body position. Shuts out the world when engaged in body movements. Thinks in movements.
 
Has low muscle tone, weak grasp, drops things. Doesn’t feel hunger. Likes to lean on things & people. Bites & sucks on fingers & hands. Chews on things, grinds teeth. Hits, bumps & pushes others. Enjoys crashing into things. Intentionally falls on the floor. Engages in ritualistic body movements when frustrated or bored. Watches feet when walking & hands when doing something. Talks about non-existent experience… “I am flying…”.
 
Sabatos-DeVito, et al. (2016) explain that hypo-responsive behaviors are particularly associated with autism and have been reported as early as 9-12 months of age. They also point out that hypo-responsive children may be less sensitive to novelty, thus taking longer to notice and process ‘novelty’ in the environment.
 
< My Thoughts >       “…taking longer to notice and process ‘novelty’ in the environment.”
 
To better understand why taking longer to notice and process ‘novelty’ in the environment can become a critical issue, here is a quote from Evans, et al. (2012) – “Children scoring high on ‘novelty’ awareness tend to be more social, can control impulses, and are better able to comply with tasks they are given.”
 
As you can see, the hypo-responsive child doesn’t recognize that this ‘novelty’ may be something new and fascinating in their environment. Without being able to peak the child’s interest, the parent, teacher, or clinician will have difficulty finding a teachable moment which can bring the child closer to learning. My own son becomes so fixed on what he is looking at that he refuses to disengage long enough to see a new toy or puzzle. Then when he finally responds, maybe hours later, he gives it the ole periphery look, out of the corner of his eye as he passes by. Smiles.
 
REFERENCES used here are:           
 
Ausderau, K., Sideris, J., Furlong, M., et al. (2014). National Survey of Sensory Features in Children with ASD: Factor Structure of the Sensory Experience Questionnaire; Journal of Autism Developmental Disorders; V44, p915–925.
 
Evans, C., Nelson, L., Porter,C. (2012). Making Sense of Their World: Sensory Reactivity & Novelty Awareness as Aspects of Temperament & Correlates of Social Behaviors in Early Childhood; Journal of Infant & Child Development; V21, p503-520.
 
Sabatos-DeVito, et al. (2016). Eye Tracking Reveals Impaired Attentional Disengagement Associated with Sensory Response Patterns in Children with Autism; Journal of Autism Developmental Disorders; V46, p1319–1333.
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BLOG #5G ~ SENSORY RESPONSES Know Your Child: with < My Thoughts > by Sara Luker

1/10/2019

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POSTER sayings…
Clockwise @ 12 o’clock, starting with –
  • I can be sensitive to loud noises
  • I don’t like to brush, wash, or cut my hair
  • I like to smell people & objects, sometimes
  • I don’t like tags on my clothes
  • I don’t like to wear clothes
  • I enjoy being squeezed, I like pressure
  • I don’t want my hands dirty
  • I have poor fine motor skills
  • I get overstimulated & meltdown
  • I get fearful & anxious sometimes
  • I overreact to minor scrapes & cuts
  • I cling to adults I trust
  • I sometimes walk on my toes
  • Poor body awareness
  • I crave fast spinning
  • I lose my balance
  • I like wearing the same clothes
  • Sometimes I don’t like to be touched
  • I have poor gross motor skills
  • Can be clumsy & fall over things sometimes
  • I am a picky eater
  • Some smells really bother me
  • I don’t like bright lights
  • I don’t like to brush my teeth

Part 7 BLOG #5G Sensory Response
​Know Your Child: 
Bogdashina & Casanova (2016) give examples which are often reported by those with sensory issues may be… unable to tolerate smells from the lunch room, or intolerance for noise such as that of other children or fireworks/vacuum cleaners, being unable to move without fear or feeling nauseous, clothes that are intolerable, craving bumping and crashing into things/people.
 
Or, perhaps the opposite is observed where the child does not seem cuddly or recognize when they are hurt, does not seem to hear auditory information, or will not sit still. Often one may hear this being described as being over-reactive or under-reactive to eat, drink, and learn new skills.
 
Sensory Reactivity definition
 
Important here is that sensory reactivity is a Diagnostic & Statistical Manual of Mental Disorders, Fifth Edition, 2013 (DSM-5) criterion for autism spectrum disorder (ASD). The Sensory System Modalities are Auditory (what we hear), Visual (what we see), Tactile (what we feel or touch), Gustatory/olfactory (taste & smell) and Vestibular/propriceptive (sensory signals from ears & eyes which affect body movement & balance).
 
Tavassoli, et al. (2015) help clarify between the two terms – Sensory Reactive and Sensory Responsive. In their article, they clarify the term Sensory Reactive is more consistent with the DSM-5 language. As in the new DSM-5, Sensory Reactivity is included in the criteria for Autism Spectrum Disorder specifications.
 
Specifically, hyper or hypo reactivity to sensory input or unusual interest in sensory aspects of the environment. While these authors feel there is a need for more objective direct clinical assessments, here is a list of some currently used by clinicians –
  • Sensory Processing Scale Assessment (SPS)
  • Sensory Integration & Praxis Tests (SIPT)
  • Sensory Processing Assessment for Young Children (SPA)
  • Tactile Defensiveness & Discrimination Test (TDDT-R)
  • Infant Test of Sensory Functioning
​The Sensory Processing Scale Assessment (SPS) is described by Tavassoli, et al. as fifteen structured games which participants play as clinicians observe and note the behavior displayed as they perform these tasks. (See description below).
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    Author


    My purposes are 'educational' in nature.  My hope is that this is a place for 'First Responders' and the 'Battle Worn' alike to find information, take solace, and to help one another, in the name of Autism.  My commitment is to deliver hope, insight, and a realm of possibilities to all who enter this site. 

    ​Disclaimer: Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before you.

    My input as noted by <My Thoughts> are just that... my reflections as a parent, educator, and author. The ideas or considerations presented are given only as hopefully helpful to the viewers relating to the topic or subject.

    Any REFERENCES to websites, professional journals, and/or printed material, including eBooks, are solely for educational purposes. I have no involvement in sponsorship or financial interests in these sources.

    ​Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.
    ​
    Regards,
    Sara Luker

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